Analysis of Critical Thinking Skills in Solving Mathematics Story Problems for Elementary School Students in South Jakarta
Keywords:
Critical thinking skills, mathematics story problems, elementary education, South Jakarta, reading comprehensionAbstract
This mixed-methods study aimed to analyze the critical thinking skills of fifth-grade elementary school students in South Jakarta when solving mathematics story problems. Quantitative data was collected through a validated critical thinking skills test, while qualitative data was gathered through semi-structured interviews with students and classroom observations. The findings revealed that approximately 35% of students demonstrated above-average critical thinking skills, while 45% exhibited average skills, and 20% scored below average. Factors influencing students' critical thinking abilities included individual differences in reading comprehension, prior knowledge, exposure to explicit critical thinking instruction, and access to visual aids and multimedia resources. The study also highlighted the importance of professional development for teachers to effectively foster critical thinking skills and implement student-centered instructional strategies. The research contributes to the understanding of critical thinking skills in solving story problems and provides recommendations for enhancing these essential abilities among elementary school students in South Jakarta.
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